(Ed. Note--The Crimson does not necessarily endorse opinions expressed in printed communications. No attention will be paid to anonymous letters and only under special conditions, at the request of the writer, will names be withheld. Only letters under 400 words can be printed because of space limitations.)

To the Editor of the Crimson:

In and editorial of January 12th, the "Crimson" called the Undergraduate Faculty "a fundamental cure to a few of the 'one-third, of the nation who are ill-fed, ill-clothed and ill-housed." To merit this praise, how can the Undergraduate Faculty after half a year of existence show that preconditioning is the first step towards a fundamental cure? This question would be difficult to answer five years from now and impossible today. The long-range results of education cannot be measured in statistical units.

The immediate benefit, however, can be determined to a certain extent. The fifty-five underprivileged graduates of Greater Boston High Schools want one of three things: (1) to prepare themselves for college if finances ever allow them to attend; (2) to study those subjects beneficial to their business or daily occupation; (3) to gain "general culture" in their personal interests. If they are to achieve these ends they must have in whatever way possible the advantages of regular undergraduates. Through personal meetings with their tutors once or twice a week, they can accomplish as much or little as their ambition demands. They are supplied with all necessary books; formed into English, Economics and History Conference Groups; given access to the vocational guidance service of Phillips Brooks House; considered eligible for midyear scholarships at the Harvard Extension; and allowed to observe in scientific laboratories and to attend lectures and museums.

At midyears the Undergraduate Faculty Committee will try to determine by personal interviews what progress its fifty-five tutees have made toward their immediate ends in view. . . . By giving a Cooperative Test in each subject and repeating the same type of test at the end of the year, an attempt will be made to gain a factual estimate of their improvement. In one of these three ways, the Undergraduate Faculty may be able to discover whether it is giving its tutees the benefits they want. Lawrence Lader, co-chairman Undergraduate Faculty Committee.